David Borgo Free Jazz in the Classroom: An Ecological Approach to Music Educationi Abandon Knowledge About Knowledge All Ye Who Enter Here. Bruno Latourii Conventional Western educational practice hinges on the notion that knowledge— or at least knowledge worth having—is primarily conceptual and hence can be abstracted from the situations in which it is learned and used. I recently came across a helpful illustration of this general tendency while watching Monty Python reruns. The sketch involved a caricature of a British talk show called “How to Do It.” John Cleese served as the show’s host: Well, last week we showed you how to become a gynecologist. And this week on “How to Do It” we're going to show you how to play the flute, how to split an atom, how to construct a box girder bridge, how to irrigate the Sahara Desert and make vast new areas of land cultivatable, but first, here’s Jackie to tell you all how to rid the world of all known diseases. After Eric Idle solves the global health crisis in a sentence or two, John Cleese explains “how to play the flute”: “Well here we are. (Picking up a flute.) You blow there and you move your fingers up and down here.” Turning again to the camera, he concludes the show with a teaser for the next installment: Well, next week we’ll be showing you how black and white people can live together in peace and harmony, and Alan will be over in Moscow showing us how to reconcile the Russians and the Chinese. So, until next week, cheerio.iii Certainly no music educator—or cultural studies researcher, for that matter—would subscribe fully to the show’s pedagogical orientation. Nevertheless, the humor works because the viewer realizes that the show presents a gross exaggeration of the dominant educational philosophy in the West, which has notoriously underappreciated the physical, psychological, and social dimensions of the learning experience. But a small revolution is currently well underway in several different academic circles, involving a conceptual shift from knowledge as stored artifact to knowledge as constructed capability-in-action.iv From this perspective, what people perceive, how they conceive of their activity, and what they physically do all develop together. Learning, in other words, cannot be conceived of simply as transmitting or receiving factual knowledge, rather it must be viewed as a process that involves becoming a different person with respect to possibilities for interacting with other people and the environment. Ultimately, learning is not a matter of 2 Free Jazz in the Classroom what one knows, but who one becomes. And improvisation, I argue, plays a defining role in this new paradigm.v With an intellectual history in what are known as “systems” or “ecological” theories, this emerging pedagogical orientation insists that “knowledge” can never be abstracted from the dynamic complexities involved in learning and applying it: “what is known” cannot arbitrarily be separated out from the process and context of knowing.vi In other words, knowledge, when viewed from an ecological perspective, is “co-constituted” by the knower, the environment in which knowing occurs, and the activity in which the learner is participating. In the technical lingo increasingly shared by researchers in psychology, education, and cognitive science, knowledge is “embodied,” “situated” and “distributed”: “embodied” in the sense that mind is not only rendered possible by our bodily sensations and actions but is in fact coextensive with them; “situated” in the general sense that all knowledge is in part a product of the activity, context, and culture in which it is developed; and “distributed” because knowledge as action rather than artifact exists not simply in the mind of the individual, but rather as something shared between individuals in a physical and social setting. Among the various music disciplines, ethnomusicology has been a beacon for this type of approach for decades, due to its primary focus on ethnographic studies that emphasize apprenticeship in order to reveal the indivisible character of learning and practice.vii The jazz community has also traditionally valued a type of learning that might easily be called embodied, situated, and distributed. Numerous performers have stressed the full integration of aural, physical, and intellectual aspects of the music, as well as the notion that learning and development can only occur within a supportive community.viii The Association for the Advancement of Creative Musicians (AACM) founded by Muhal Richard Abrams and others in Chicago, and the Creative Music Studio (CMS) founded by Karl Berger in Woodstock, New York, are only two of the better-known examples of this general pedagogical orientation.ix In the traditional music academy, however, the study of improvisation has often been shoehorned into conventional pedagogy and curricula or simply not addressed at all.x In his book The Wisdom of the Impulse, Tom Nunn laments that “[Improvisation] may be acknowledged—in a way akin to chicken soup as a cure for a cold (it can’t hurt)— but it is not taken seriously. It may be presented in some extramusical way, such as notation, analysis, etc., but as an expression of composition, it goes unrecognized.”xi Even more pessimistically, Jonty Stockdale writes: “The ability to improvise freely is a common skill applied whether in conversation, role-play, movement, dance, or the playing of games, and yet it is an ability that is seemingly suppressed through the conventions of music training.”xii This lack of innovation within the pedagogy of improvisation partly results from the fact that our theorizing of music and music education within the academy has not always adequately addressed the role that the body and social interactions play in learning and cognition. Even arguments for music as a “different” kind of intelligence rarely propose true alternatives to the educational status quo.xiii In an excellent article that addresses these and other issues, Wayne Bowman worries that: In our determination to substantiate the educational value of music and the arts . we have accepted uncritically notions of “knowing” and “understanding” crafted in Free Jazz in the Classroom 3 different domains . As a result, we find ourselves advocating music study for reasons that fit with prevailing ideological assumptions about the nature of knowledge and the aims of schooling, but on which we are ill-equipped to deliver, and that neglect what may be most distinctive about music: its roots in experience and agency, the bodily and the social. Our most revered justifications of music education are built upon deeply flawed notions about mind, cognition, and intelligence.xiv In this article, I wish to confront some habits of thought and conventional wisdom in the pedagogy of jazz and improvised music. Although I will focus considerable attention on the ways in which freer forms of improvisation can, and should, be integrated into our music curriculums and pedagogical practices, my broader arguments, and the theoretical orientation from which they stem, have important implications for the ways we teach more conventional or “straight ahead” practices as well. In addition to my own experiences performing with and coaching improvising groups, I draw on interviews with celebrated musician/educators Anthony Davis, Mark Dresser, Lisle Ellis, and Bertram Turetzky, and on emerging and already established theories in the study of education and cognition. It is my hope that by scrutinizing our pedagogical orientation and practices, we can produce better teachers and learners, more useful learning environments, and more responsible and responsive musical practices. The Map Is Not the Territory There are no wrong intervals if played in succession There are no wrong chords, only wrong progressions There are no wrong notes, only wrong connections There are no wrong tones, only wrong inflections Eddie Harrisxv The score was never meant to imprison the performer’s imagination. Larry Solomanxvi It don’t mean a thing if it ain’t got that swing. Duke Ellington Although examples of ecological or systems thinking can be found going back centuries if not millennia, its modern origins are often dated to the first Macy Conferences held in New York City in 1946, which brought together pioneering cyberneticists, mathematicians, engineers, and neuroscientists organized by the dynamic leadership of Norbert Weiner and John von Neumann, and humanities and social science researchers clustered around Gregory Bateson and Margaret Mead.xvii Many of the central tenets of systems thought explored during these conferences were adopted from biology, including ideas of feedback and homeostasis, but the then-nascent field of cognitive science eventually organized instead around a notion of mind that identified cognition with computation, and the brain as the hardware on which it runs. This view, often called cognitivism, has had a 4 Free Jazz in the Classroom pronounced impact on how we have conceived of thought and education in the modern era, but it is gradually being replaced by a view of the mind and consciousness that acknowledges the important role that the body, emotions, and social factors play in how we think.xviii Often called embodied or enactive cognition, this view holds that human conceptual, sensory, and motor processes have coevolved with each other and with their environment such that they are inextricably linked. Summarizing this position, Fritjof Capra explains: “The human nervous system does not